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info:eu-repo/semantics/published

info:eu-repo/semantics/published

This publication emerged from an intensive investigation carried out in Belgium. It analyses wear as a material phenomenon and as an agent that can influence behaviour. It approaches wear not as a problem in itself, the result of an error of conception that must be avoided at all costs, but as an inevitable process that permits reflection on use and the practice of construction. Cette publication, issue d'une enquête intensive menée sur le territoire belge, analyse l'usure comme un phénomène matériel et comme un agent capable d'influencer les comportements. L'usure y est abordée non pas comme un problème en soi, témoin d'une erreur de conception qu'il faudrait à tout prix éviter, mais comme un processus inévitable qui permet, pour qui s'y intéresse, d'ouvrir la réflexion sur les usages et la pratique de la construction., info:eu-repo/semantics/published

This publication emerged from an intensive investigation carried out in Belgium. It analyses wear as a material phenomenon and as an agent that can influence behaviour. It approaches wear not as a problem in itself, the result of an error of conception that must be avoided at all costs, but as an inevitable process that permits reflection on use and the practice of construction. Cette publication, issue d'une enquête intensive menée sur le territoire belge, analyse l'usure comme un phénomène matériel et comme un agent capable d'influencer les comportements. L'usure y est abordée non pas comme un problème en soi, témoin d'une erreur de conception qu'il faudrait à tout prix éviter, mais comme un processus inévitable qui permet, pour qui s'y intéresse, d'ouvrir la réflexion sur les usages et la pratique de la construction., info:eu-repo/semantics/published

NO FULL TEXT AVAILABLE. Access is restricted indefinitely. ----- This study grew out of my experience as a language and academic literacy advisor in Schools of Design Architecture and Building at an Australian university. I became aware that the teaching staff regularly used highly metaphorised language when talking to students about their designs, and that metaphor was commonly used to stimulate creativity as part of the studio work. Furthermore, I found that in the literature on Design, theorists frequently call upon metaphor in their attempts to define Design. Many of the non-native speaker students reported that they were perplexed by these expressions and very often misunderstood them, or did not understand them at all. Whilst some of the literature on Design pedagogy reports on teaching through metaphor, very little research is available that takes a linguistic perspective. This research provides an examination of metaphor as a connection between language and thought in the context of the end-of-project critique in the disciplines of Visual Communication and Architecture and explores this as a means for the enculturation of students into those disciplines. The research is informed by theories from three areas: cognitive semantics, social theories of language with a focus on discourse, and Design studies and practice. It involves complementary analyses of metaphor and genre (following Swales, 1990). The study contributes to an understanding of how the genre of the critique within the academic disciplines of Visual Communication and Architecture functions to induct students into the values of the discipline, and points to some differences between the two disciplines. It identifies the critical role of systematic metaphor in the discourse and shows how this use of metaphor contributes significantly to constructing an underlying coherence across topics, to the construction of knowledge and to the transmission of the shared values of the culture of the disciplines.

NO FULL TEXT AVAILABLE. Access is restricted indefinitely. ----- This study grew out of my experience as a language and academic literacy advisor in Schools of Design Architecture and Building at an Australian university. I became aware that the teaching staff regularly used highly metaphorised language when talking to students about their designs, and that metaphor was commonly used to stimulate creativity as part of the studio work. Furthermore, I found that in the literature on Design, theorists frequently call upon metaphor in their attempts to define Design. Many of the non-native speaker students reported that they were perplexed by these expressions and very often misunderstood them, or did not understand them at all. Whilst some of the literature on Design pedagogy reports on teaching through metaphor, very little research is available that takes a linguistic perspective. This research provides an examination of metaphor as a connection between language and thought in the context of the end-of-project critique in the disciplines of Visual Communication and Architecture and explores this as a means for the enculturation of students into those disciplines. The research is informed by theories from three areas: cognitive semantics, social theories of language with a focus on discourse, and Design studies and practice. It involves complementary analyses of metaphor and genre (following Swales, 1990). The study contributes to an understanding of how the genre of the critique within the academic disciplines of Visual Communication and Architecture functions to induct students into the values of the discipline, and points to some differences between the two disciplines. It identifies the critical role of systematic metaphor in the discourse and shows how this use of metaphor contributes significantly to constructing an underlying coherence across topics, to the construction of knowledge and to the transmission of the shared values of the culture of the disciplines.